Policy Proposal: Curriculum Alignment Framework

1. Policy Proposal:Curriculum Alignment Framework Traba Trea School District Rose, Cathy, Sherry, Marion, Sue

2. In order to significantly improve student outcomes, we must change what happens at the most basic level of education – the schools & the classrooms.Puma, M. (2000). Putting standards to the test: evaluating systemic reform of education. Washington, D.C.: Urban Institute. Positive student outcomes depend on: Logic of action Accuracy of inferences Knowledge that the system must work together to align the curriculum Alignment “glues” together our goals: continuously gauge student progress(i.e., daily, monthly, quarterly) measure achievement (meeting goals) make inferences about results adjust to reach our goalsBaker, E. L. (2004) Rationale:Why Traba Trea Needs Curriculum Alignment

3. State: Standards, curricula frameworks School: Implementation of curriculum & instruction Classroom: Pedagogy, routines, management Student Learning Incorporating Governance Levels:Curriculum & Instruction District: Local curricula responsive to state standards, instructional strategies.

4. Curriculum Alignment: Our Guiding Principles: Our plan will clearly delineate: • What should be taught within each grade (horizontal alignment) • Teacher preparation • Measures of achievement • Progression through grades K-12 (vertical alignment)

5. Curriculum Alignment:Current Reality • Student achievement is the key work of our school district. (NSBA, 2000). • NCLB emphasizes the importance of measured achievement of all students. (Baker, 2004) • NCLB relies on state reports of student test results as primary source to assess progress & guide learning improvement. (Baker, 2004) • Education Law 14:65: All public school students must participate in state assessments.(School Law, 2005) • Education is a continuum; students better served when articulation of student learning ensured at each stage of the continuum. (Breaking Ranks II, 2004)

6. Goal # 1: To improve student achievement through a comprehensive,uniform, progressing curriculum in each content area. Bosler, S. & Gilman, D.A. Saxon Math: Effective or ineffective? Research Report 143. (ERIC Documentation Reproduction Service No. ED 474537): “Highly structured, progressive curriculum tested in 7 schools increased Math passing from 33% to 76.9% in 3 years.” NYS School Law 14:65: All public school students must participate in state assessments. NYS School Law – 14:25, 26, 27, 28, 29- Students must be provided programs based on student developmental stages.

7. Goal #2:To establish ongoing learning and professional development focused on developing curriculum, and enhancing instructional practices.Fullan, M. (2001). Leading in a culture ofchange. San Francisco:Jossey-Bass:“Teacher professional learning communities benefit student achievement.”Surveys of Enacted Curriculum. (2002). Council of chief state school officers. “Surveys provided reliable, and comparable data reports on prof. development: monitor indicators; measure student achievement; analyze instruction across schools; provide professional development.”NYS School Law: 8:158 – District may adopt its own professional development plan.

8. Goal #3To facilitate communication between and among all grade levels both horizontally and vertically.Cook, C. ( 2004 ).Aligning and articulating standards across mathematics curriculum Critical Issue: NCREL: “Building on prior knowledge helps students learn new concepts.Educators must use a framework to articulate mathematic experiences from kindergarten through high school.NYS School Law: 8:160 – Required articulation of professional developmentacross grade levels.

9. Goal # 4 Instruction is congruent with district goals and measures. Baker, E.L. (2004). Aligning curriculum, standards, and assessments. National center for research on evaluation, standards, and student testing: “ Instruction and use of an aligned curriculum explains most of increased performance.” NYS School Law 14:91- Each school must make adequate yearly progress. NYS School Law 14:90 – District responsible for yearly progress of every (continuously enrolled) student.

10. Goal # 5 Bridging: Create pathways that provide connectors from one curriculum area to others, between grade levels, and within grade levels. Baker, E.L. (2004). Aligning curriculum, standards, and asessments. National Center for Research on Evaluation, Standards, & Testing: “The strongest bridge possible is a coherent curriculum with concrete intentions, and content & skills to be taught & learned.” NYS School Law 8:160 –There must be professional development articulation across grade levels.

11. Establish curriculum committees Assess current curriculum; ID gaps Identify grade level specific content & skills Research curriculum frameworks in successful districts Write curricula ID & allocate resources Designate opportunities for articulation & collaboration ID & allocate resources Designate opportunities for articulation & collaboration Establish Testing & Assessment Committees Provide staff development & support Curriculum Alignment Plan

12. Curriculum Alignment:Considerations- Structural, Human Resources, Symbolic, and Political Frames

13. Policy Change:Ongoing Analysis “Continuous improvement is a journey, not a destination.” P. Senge “Continuous improvement is perhaps the single orientation that most clearly defines the effective modern organization.” Gemberling, K.W., Smith, C.W., & Villani, J.S. (2000). The Key Work of School Boards Guidebook. Alexandria, Virginia: National School Boards Association.